四川大學(xué)醫(yī)學(xué)八年制的培養(yǎng)目標(biāo)定位于“培養(yǎng)合格的臨床醫(yī)生”，并具有“棟梁型和領(lǐng)導(dǎo)型人才素質(zhì)及成長(zhǎng)的潛質(zhì)”。對(duì)“全球醫(yī)學(xué)教育最基本要求中”提到的“溝通技能”、“信息管理”和“批判性思維和研究”的培養(yǎng)，以PBL（problem-based learning）為代表的“以學(xué)生為中心”的教學(xué)，較之傳統(tǒng)的說(shuō)教式被動(dòng)學(xué)習(xí)模式更有優(yōu)勢(shì)。本文從課程設(shè)計(jì)、組織、實(shí)施及評(píng)估四個(gè)方面介紹了我校根據(jù)實(shí)情將PBL做為一門(mén)單獨(dú)課程在醫(yī)學(xué)八年制學(xué)生中開(kāi)設(shè)的情況，并分析了我校采用這種“獨(dú)立設(shè)課、少量病案、持續(xù)多學(xué)期”P(pán)BL教學(xué)模式的原因及其優(yōu)點(diǎn)與不足。從授之以“魚(yú)”到授之以“漁”的轉(zhuǎn)變，是從教育理念到教學(xué)模式的根本性轉(zhuǎn)變，這種“學(xué)習(xí)的革命”不可能一蹴而就。我們希望通過(guò)這門(mén)著重“方法與能力”培養(yǎng)的示范性課程，積極引導(dǎo)教師和學(xué)生轉(zhuǎn)變觀念，逐步完善“以學(xué)生為中心”的教學(xué)和評(píng)估體系，并逐漸向?qū)W科課程或系統(tǒng)整合課程滲透。
引用本文： 卿平,姚巡,程南生,曾靜,蔣莉莉,萬(wàn)學(xué)紅. 在八年制醫(yī)學(xué)教育中獨(dú)立開(kāi)設(shè)PBL課程的探索與實(shí)踐. 中國(guó)循證醫(yī)學(xué)雜志, 2007, 07(5): 397-402. doi: 復(fù)制
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| 2. | Lu XP, Wang BR, Chen JY. Problem-oriented Learning: Literature Review and Locking into the Future. Northwest Medical Education, 2006, 14(4):378-380. |
| 3. | Chen LZ, Peng H, Yi LQ, et al. Actively explore the eight-year clinical medical education to train high quality medical students. Medical Education, 2005, (5): 10-11. |
| 4. | Ji XH, Wang JF, Ma Y. Discussing on a few critical issues concerning long length of schooling of clinical medical education in China. Medical Education, 2004, (6): 7-9. |
| 5. | Xia OD, Lin XH, Zeng ZR, et al. Exploration on the Objective of Talent-cultivation in 8-year-system Medical Education. Researches in Medical Education, 2006, 5(10): 900-901. |
| 6. | Li ZS, Xian LQ, Liang CH. Evaluation of Student Performance in a Problem-based Learning Curriculum. Researches in Medical Education, 2004, 3(3):25-27. |
| 7. | Li MZ, Yang RH, Li SX, et al. Adoption of PBL in Medical Education: Experience at Chung Shan Medical University. Chinese Journal of Evidence-based Medicine, 2006, 6(10): 699-703. |
| 8. | 張肇達(dá), 周同甫. 全球醫(yī)學(xué)教育最低基本要求. 第1版. 北京: 高等教育出版社; 2002. |
| 9. | Svinicki MD. Moving Beyond “It worked”: The Ongoing Evolution of Research on Problem-Based Learning in Medical Education. Educ Psychol Rev, 2007, (19):49-61. |
| 10. | Savery JR. Overview of Problem-based Learning: Definitions and Distinctions. The Interdisciplinary Journal of Problem-based Learning, 2006, 1(1):9-20. |
| 11. | SILVIA MAMEDE, SCHMIDT HG, R.NORMAN G. Innovations in Problem-based Learning: What can we Learn from Recent Studies? Advances in Health Sciences Education, 2006(11):403-422. |
| 12. | Susarla SM, Medina-Martinez N, Howell TH, et al. Problem-based learning: effects on standard outcomes. J dent Educ, 2003, 67(9):1003-1010. |
| 13. | 陸希平, 王本榮, 陳家玉. 問(wèn)題導(dǎo)向?qū)W習(xí): 文獻(xiàn)回顧與未來(lái)展望. 西北醫(yī)學(xué)教育, 2006, 14(4):378-380. |
| 14. | Tai-pong Lam, Wan X-h, Ip MS-m. Current perspectives on medical education in China. Med Educ, 2006, 40(10): 940-949. |
| 15. | 陳立章, 彭紅, 易露茜, 等. 積極探索八年制醫(yī)學(xué)教育努力培養(yǎng)高素質(zhì)醫(yī)學(xué)人才. 醫(yī)學(xué)教育, 2005, (5): 10-11. |
| 16. | 季曉輝, 王錦帆, 馬艷. 關(guān)于我國(guó)長(zhǎng)學(xué)制臨床醫(yī)學(xué)教育若干重要問(wèn)題的探討. 醫(yī)學(xué)教育, 2004, (6): 7-9. |
| 17. | 夏歐東, 林新宏, 曾志嶸, 等. 八年制醫(yī)學(xué)教育培養(yǎng)目標(biāo)探討. 醫(yī)學(xué)教育探索, 2006, 5(10): 900-901. |
| 18. | 李澤生, 冼利青, 梁彩花. 運(yùn)用教育評(píng)價(jià)理論, 評(píng)定PBL學(xué)生的學(xué)業(yè)成績(jī).醫(yī)學(xué)教育探索, 2004, 3(3): 25-27. |
| 19. | Clarence H Braddock, Elizabeth Eckstrom, Haidet P. The “New Revolution” in Medical Education. J Gen Intern Med, 2004, 19(5): 610-611. |
| 20. | FW H. Beyond curriculum reform: confronting medicine’s hidden curriculum. Acad Med,1998, 73(4): 403-407. |
| 21. | Bernadt IN. National exit exam needed to test core knowledge. The Medical Journal of Australia, 2006, 185(1): 53. |
| 22. | 李孟智, 楊仁宏, 李淑杏, 等. 中山醫(yī)學(xué)大學(xué)醫(yī)學(xué)院如何推動(dòng)問(wèn)題導(dǎo)向?qū)W習(xí). 中國(guó)循證醫(yī)學(xué)雜志, 2006, 6(10): 699-703. |
| 23. | Michael J. Where’s the evidence that active learning works. Advan Physiol Edu, 2006, (30): 159-167. |
- 1. Zhang ZD, Zhou TF. Global minimum essential requirements in medical education. 1st edition. Beijing: Higher Education Press; 2002.
- 2. Lu XP, Wang BR, Chen JY. Problem-oriented Learning: Literature Review and Locking into the Future. Northwest Medical Education, 2006, 14(4):378-380.
- 3. Chen LZ, Peng H, Yi LQ, et al. Actively explore the eight-year clinical medical education to train high quality medical students. Medical Education, 2005, (5): 10-11.
- 4. Ji XH, Wang JF, Ma Y. Discussing on a few critical issues concerning long length of schooling of clinical medical education in China. Medical Education, 2004, (6): 7-9.
- 5. Xia OD, Lin XH, Zeng ZR, et al. Exploration on the Objective of Talent-cultivation in 8-year-system Medical Education. Researches in Medical Education, 2006, 5(10): 900-901.
- 6. Li ZS, Xian LQ, Liang CH. Evaluation of Student Performance in a Problem-based Learning Curriculum. Researches in Medical Education, 2004, 3(3):25-27.
- 7. Li MZ, Yang RH, Li SX, et al. Adoption of PBL in Medical Education: Experience at Chung Shan Medical University. Chinese Journal of Evidence-based Medicine, 2006, 6(10): 699-703.
- 8. 張肇達(dá), 周同甫. 全球醫(yī)學(xué)教育最低基本要求. 第1版. 北京: 高等教育出版社; 2002.
- 9. Svinicki MD. Moving Beyond “It worked”: The Ongoing Evolution of Research on Problem-Based Learning in Medical Education. Educ Psychol Rev, 2007, (19):49-61.
- 10. Savery JR. Overview of Problem-based Learning: Definitions and Distinctions. The Interdisciplinary Journal of Problem-based Learning, 2006, 1(1):9-20.
- 11. SILVIA MAMEDE, SCHMIDT HG, R.NORMAN G. Innovations in Problem-based Learning: What can we Learn from Recent Studies? Advances in Health Sciences Education, 2006(11):403-422.
- 12. Susarla SM, Medina-Martinez N, Howell TH, et al. Problem-based learning: effects on standard outcomes. J dent Educ, 2003, 67(9):1003-1010.
- 13. 陸希平, 王本榮, 陳家玉. 問(wèn)題導(dǎo)向?qū)W習(xí): 文獻(xiàn)回顧與未來(lái)展望. 西北醫(yī)學(xué)教育, 2006, 14(4):378-380.
- 14. Tai-pong Lam, Wan X-h, Ip MS-m. Current perspectives on medical education in China. Med Educ, 2006, 40(10): 940-949.
- 15. 陳立章, 彭紅, 易露茜, 等. 積極探索八年制醫(yī)學(xué)教育努力培養(yǎng)高素質(zhì)醫(yī)學(xué)人才. 醫(yī)學(xué)教育, 2005, (5): 10-11.
- 16. 季曉輝, 王錦帆, 馬艷. 關(guān)于我國(guó)長(zhǎng)學(xué)制臨床醫(yī)學(xué)教育若干重要問(wèn)題的探討. 醫(yī)學(xué)教育, 2004, (6): 7-9.
- 17. 夏歐東, 林新宏, 曾志嶸, 等. 八年制醫(yī)學(xué)教育培養(yǎng)目標(biāo)探討. 醫(yī)學(xué)教育探索, 2006, 5(10): 900-901.
- 18. 李澤生, 冼利青, 梁彩花. 運(yùn)用教育評(píng)價(jià)理論, 評(píng)定PBL學(xué)生的學(xué)業(yè)成績(jī).醫(yī)學(xué)教育探索, 2004, 3(3): 25-27.
- 19. Clarence H Braddock, Elizabeth Eckstrom, Haidet P. The “New Revolution” in Medical Education. J Gen Intern Med, 2004, 19(5): 610-611.
- 20. FW H. Beyond curriculum reform: confronting medicine’s hidden curriculum. Acad Med,1998, 73(4): 403-407.
- 21. Bernadt IN. National exit exam needed to test core knowledge. The Medical Journal of Australia, 2006, 185(1): 53.
- 22. 李孟智, 楊仁宏, 李淑杏, 等. 中山醫(yī)學(xué)大學(xué)醫(yī)學(xué)院如何推動(dòng)問(wèn)題導(dǎo)向?qū)W習(xí). 中國(guó)循證醫(yī)學(xué)雜志, 2006, 6(10): 699-703.
- 23. Michael J. Where’s the evidence that active learning works. Advan Physiol Edu, 2006, (30): 159-167.